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1.
Understanding student's artworks according to the Scot Lash's post-modern Regime of signification
Tomaž Zupančič, 2011, published scientific conference contribution

Abstract: Something peculiar has happened at the 2005 semestrial students' exhibition at the department of Fine Art - Art Education program - at the University in Maribor. One of the artworks made by a group of students on the exhibition, which tried to refer to the late Asiatic tsunami disaster (The 2004 Indian Ocean earthquake), was demolished by spontaneous art diversion performed by another group of students. Scandal emerged, demands for prosecutions followed. Some of the professors (a minority of us) tried to advocate the spontaneous students' artistic action. This paper starts with a short introduction of both students' artworks involved, presents the students' statement on their art diversion as well as includes a DVD (4 minutes) of the action. What is more, the theoretical bases for support of the students' art diversion are developed. We make use of the event to establish some basic aspects of contemporary art education. The modern and postmodern approaches toward cultural objects are compared, referring to the Scott Lash postmodern "Regime of signification" (1992). Than we refer to the bases of postmodern curriculum, to the ideas of Manfred Blohm (1995). The pedagogical necessity for stimulating spontaneous artistic responding among students is stressed. The simple response to the spontaneous artistic action of the students - to what we, the professors at the department where the event happened were obliged - became a strong advocacy and branched out to a theoretically based lecture which helps students to understand the contemporary art and to become more sensible of their own artistic and educational work.
Keywords: art education, postmodernism, contemporary art, visual art didactics
Published: 07.06.2012; Views: 1150; Downloads: 16
URL Link to full text

2.
The communicative possibilities of contemporary art within the frame of art education
Matjaž Duh, Tomaž Zupančič, 2009, original scientific article

Abstract: This article introduces the communicative possibilities that contemporary art offers within art education. The introduction deals with the relevant theoretical starting points and goes on to develop and explain the term "communicational paradox of contemporary art". The continuation of the article presents some possibilities for transcending this paradox. We then present some of our findings, based on a methodologically examined empirical follow up to this problem. We concentrated on the peripheral characteristics of contemporary art work that allow quality communication with the pupils. We emphasized visually interesting characteristics; united incompatibilities and used objects in an unusual way and with interesting ideas (concepts).
Keywords: education, art education, communication, communication paradox, postmodernism, contemporary art
Published: 07.06.2012; Views: 1019; Downloads: 18
URL Link to full text

3.
Postmodern Elements in Luhrmann's Adaptation of The Great Gatsby
Nina Kresnik, 2014, undergraduate thesis

Abstract: The aim of this diploma thesis was to find postmodern elements in Luhrman’s film adaptation of F. Scott Fitzgerald’s novel The Great Gatsby. Since The Great Gatsby is a modernist novel, published in 1925 and the aim was to find postmodern elements in the movie adaptation, modernism and postmodernism are explained first. Then the novel with its content, themes, motifs and symbols is examined thoroughly in order to explain how postmodern elements in the movie make the novel’s story interesting for today’s generation. Finally the postmodern elements in the movie are examined and connected to the novel’s story, themes, motifs and symbols. I came to the conclusion that postmodern elements in the movie are the reason why the movie adaptation of the novel, published almost ninety years ago, is so interesting to today’s generation.
Keywords: modernism, postmodernism, The Great Gatsby, 1920s, postmodern elements in the movie, cinematic techniques, the music, the fashion.
Published: 18.06.2014; Views: 1684; Downloads: 149
.pdf Full text (1,31 MB)

4.
Intertextuality, Adaptation and Appropriation in Michael Cunnigham’s Novel The Hours
Špela Mosbruker, 2016, master's thesis

Abstract: The graduation thesis presents Michael Cunningham's The Hours. The novel is a Postmodernist work, based on Virginia Woolf's modernist novel Mrs Dalloway. The thesis explores the intertextual relations between the two works and discovers features of adaptation and appropriation. The intertextual analysis is based on several original intertexts: Mrs Dalloway, Woolf’s letters and her life itself. The characteristics of The Hours as an intertextual work, as adaptation and appropriation are supported with examples from the text and with theories by Gerard Genette, Julie Sanders and Linda Hutcheon. Intertextuality is divided into quotation, allusion and paratextuality in the thesis; adaptation is illustrated with specific examples, and appropriation is discussed within the frames of a riff and other imitation features of The Hours. The thesis deals with several elements of The Hours, such as motifs, themes, names of the characters, imitation of Woolf’s style and settings which are presented as intertextual examples or/and as characteristics of adaptation and appropriation. In accordance with Postmodernist principles, the importance of the reader is stressed in order for him/her to perceive the intertextual, adaptive and appropriated features of the novel. The Hours can be perceived as intertextual work or as adaptation and/or appropriation.
Keywords: The Hours, Mrs Dalloway, intertextuality, adaptation, appropriation, postmodernism, modernism.
Published: 25.03.2016; Views: 1053; Downloads: 102
.pdf Full text (818,11 KB)

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